Assignment 1: Impersonal Policing vs. Community Policing
The use of squad cars and preventive patrol strategies was associated with a move toward police professionalism and a rejection of favoritism and corruption. After all, if the officer simply patrols the city in his or her car and reacts or responds to crimes as they occur, then there is no opportunity for the officer to indulge in corruption or to develop relationships with the citizenry that could compromise his or her objectivity and impartiality. A police officer dispatched to a dispute between neighbors or neighboring shopkeepers, neither of whom the officer has met, will presumably be able to bring a sense of objectivity to the dispute that one would expect of a neutral, noninvested third party.
Then, the community policing model was introduced. Officers were told to get out of the cars and get to know shopkeepers and residents.
Proponents of community policing argue that the rapport established with friends and acquaintances will allow the officer to resolve a dispute in a quicker, more informal, and less dramatic ways then would be the case otherwise. However, a police officer dispatched to a dispute in which the officer knows one or more of the parties may have a difficult time being neutral and objective. It may be difficult for the officer to tell a citizen who happens to be a friendly acquaintance of the officer that he or she is wrong, or worse, that he or she is going to get a citation or is going to jail.
Using the Argosy University online library resources, find at least two articles on community policing. To read more about community policing refer to the title “Police Executive Research Forum (PERF)” in the Webliography. This is a premier federally funded research organization and think tank incorporated in 1977. Some of policing’s most significant empirical studies, such as the Kansas City preventive patrol experiment and the San Diego experiment on one- vs. two-officer squad cars, were sponsored by the PERF.
By Saturday, May 17, 2014, in a minimum of 250 words, post to the Discussion Area your response to the following:
Be sure to support your positions by citing your research.
By Wednesday, May 21, 2014, read and respond to at least two of your classmates’ posts by addressing issues brought up in their posts. Note that a simple agreement or disagreement with another student’s post will not be considered a substantive response.
Discussion Grading Criteria and Rubric
All discussion assignments in this course will be graded using a rubric. This assignment is worth 40 points. Download the discussion rubric and carefully read it to understand the expectations.
Assignment 2: The “CSI Effect”
Many scholars have examined through research the so-called CSI effect and its impact on the criminal justice system. Some scholars argue that popular media portrayals of the universality and use of forensic evidence on television shows such as Crime Scene Investigation (CSI) and Naval Criminal Investigative Service (NCIS) have caused jurors in actual trials to expect forensic evidence to prominently feature in a prosecution’s case. When such evidence isn’t available, jurors determine that there is reasonable doubt, regardless of the strength of other direct or circumstantial evidence.
Using the Argosy University online library, search for scholarly articles on the CSI effect. Select an article from a scholarly journal and write a 2- to 3-page reaction paper concerning the article.
In your paper:
Be sure to cite properly in your paper the article that you choose to review.
|Assignment 2 Grading Criteria||
|Defined the CSI effect for the purposes of the article.||
|Analyzed and identified the research questions as well as summarized the methods and findings of the chosen article.||
|Analyzed and justified the implications of the study for the use of or lack of forensic evidence in criminal trials.||
|Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.||
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